Mathematical Science Teachers, Postsecondary
Mathematical Science Teachers, Postsecondary involves teaching, instruction, training, curriculum, or education support in settings such as schools, colleges, training centers, community programs, or online learning settings. The role may fit people who can sustain instructional planning, student support, assessment, classroom management, and communication. FermatMind treats this page as a source-backed career-exploration asset: use official BLS/O*NET data for facts, market signals only as examples, and RIASEC/personality fit as work-style guidance rather than a destiny judgment.
Quick decision
Start with fit and work structure before reading facts and next steps.
How to Decide Whether This Career Fits You
Work-structure tolerance
Can you sustain instructional planning, student support, assessment, classroom management, and communication over repeated work cycles?
Fit depends more on daily work structure than on the attractiveness of the title.
Evidence and accuracy tolerance
Can you work carefully when facts, records, tools, safety, or stakeholder expectations matter?
Many career failures come from underestimating documentation, quality, and accountability.
Feedback and pressure tolerance
Can you handle correction, deadlines, service pressure, or operational uncertainty without losing reliability?
The issue is not whether pressure exists, but whether you can recover and improve.
Long-term path tolerance
Can you build adjacent skills, credentials, tools, or portfolio evidence over time?
Career resilience usually comes from transferable skills, not one title alone.
Career profile
Read the definition, responsibilities, and context together instead of judging by title alone.
What Does This Career Do?
Mathematical Science Teachers, Postsecondary are professionals whose official O*NET description is: Teach courses pertaining to mathematical concepts, statistics, and actuarial science and to the application of original and standardized mathematical techniques in solving specific problems and situations. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. In FermatMind's career library, the practical question is whether you can sustain the work structure: instructional planning, student support, assessment, classroom management, and communication. The official fact boundary for this FermatMind career asset is SOC 25-1022 and O*NET 25-1022.00. That boundary separates occupational facts from informal job titles, local market examples, and editorial interpretation. In practice, Mathematical Science Teachers, Postsecondary requires people to understand the work context, follow relevant standards, coordinate with stakeholders, document or communicate results, and manage the quality and risk of their decisions. FermatMind treats this role as a work-structure decision: the key question is not whether the title sounds attractive, but whether you can sustain the daily tasks, feedback loops, training requirements, and risk boundaries described in this page.
Core Responsibilities
- Keep abreast of developments and technological advances in the mathematical field by reading current literature, talking with colleagues, and participating in professional conferences.
- Evaluate and grade students' class work, assignments, and papers.
- Compile, administer, and grade examinations, or assign this work to others.
Fit map
RIASEC Fit
Social matters because the work depends on service, teaching, care, coordination, feedback, guidance, or trust-building with other people.
Investigative supports the role through analysis, diagnosis, evidence review, technical interpretation, research, and problem solving before action.
Conventional supports the work through procedures, records, standards, schedules, documentation, accuracy, compliance, and quality consistency.
For Mathematical Science Teachers, Postsecondary, this RIASEC profile is used to interpret the work style behind daily tasks, not to make a hiring decision or define a person's identity.
A lower interest area does not mean the career is impossible; it means the work may require more deliberate structure, training, recovery routines, or risk control.
- Social-primary
- Investigative-secondary
- Conventional-support
Personality Fit
Risks and change
Career Risks
- This asset is for career exploration. It does not guarantee hiring, income, licensing, promotion, visa status, or long-term employment. Salary, growth, and education facts must be checked against BLS/O*NET or other cited sources before publication.
This asset is for career exploration. It does not guarantee hiring, income, licensing, promotion, visa status, or long-term employment. Salary, growth, and education facts must be checked against BLS/O*NET or other cited sources before publication.
Contract and Project Risks
This asset is for career exploration. It does not guarantee hiring, income, licensing, promotion, visa status, or long-term employment. Salary, growth, and education facts must be checked against BLS/O*NET or other cited sources before publication.
Will AI Replace This Career?
5/10
FermatMind editorial AI-exposure heuristic; auxiliary interpretation only, not an official labor-market fact source.
Next: verify fit with FermatMind tests
A career page can explain what the role is; assessment results help you check whether the work structure fits you over time.
Step 1
Start with career interests
Use Holland / RIASEC to check whether your interest pattern aligns with Social-primary.
Take the Holland / RIASEC Career Interest TestStep 2
Then check work style
If you already have MBTI or Big Five results, use them to compare communication style, stress patterns, and collaboration preferences.
View personality-career fitStep 3
Finish with real-world validation
- Build a source-backed career brief - Confirm the official SOC/O*NET or China occupation identity.
What Skills Does the Market Signal?
- Occupation
- Mathematical Science Teachers, Postsecondary
- SOC Code
- 25-1022
- O*NET Code
- 25-1022.00
- Mapping status
- exact_onet_title
- Official fact sources
- BLS OEWS + BLS Employment Projections + O*NET
- Work pattern
- teaching, instruction, training, curriculum, or education support
- Typical settings
- schools, colleges, training centers, community programs, or online learning settings
- Salary/outlook policy
- Use BLS source URLs in Claim_Level_Source_Refs; no unsupported recruiter-sourced salary claims.
Use BLS OEWS and BLS Employment Projections as the U.S. fact base for Mathematical Science Teachers, Postsecondary. O*NET supplies definition, tasks, interests and work context when a direct occupation match exists. LinkedIn, Robert Half and Hays are treated as market-signal references only, not official salary or growth sources.
Adjacent Career Comparison
| Mathematical Science Teachers, Postsecondary vs adjacent specialist roles | This role emphasizes its own work boundary, tools, documentation, and accountability rather than only a generic job title. | People who want a clearer role structure and source-backed career exploration. |
| Mathematical Science Teachers, Postsecondary vs manager roles | Manager roles emphasize supervision, budget, people coordination, and organizational targets; this role may be more hands-on or task-specific. | People who prefer operational ownership before people-management responsibility. |
FAQ
Is Mathematical Science Teachers, Postsecondary a good career fit?
Mathematical Science Teachers, Postsecondary can be a good fit when your interests, work style, and risk tolerance match the daily structure of the role. Use official facts for duties and outlook, then test fit through RIASEC, real job postings, and practitioner conversations.
What personality fits Mathematical Science Teachers, Postsecondary?
There is no single personality type that guarantees fit. The useful question is whether you can sustain the role’s documentation, communication, pace, feedback, and accountability requirements over time.
Will AI replace Mathematical Science Teachers, Postsecondary?
AI may automate or accelerate some routine tasks, but it should not be treated as a simple replacement prediction. The safer question is which tasks become automated and which human judgment, service, safety, creativity, or relationship responsibilities remain.
Sources and update notes
- Last reviewed: 2026-05-03. Next review due: 2026-08-03.
View detailed sources
- U.S. Bureau of Labor Statistics: Standard Occupational Classification - SOC identity and occupational classification boundary.
- O*NET OnLine: Mathematical Science Teachers, Postsecondary 25-1022.00 - Occupation definition, tasks, work activities, interests, skills and work context.
- BLS Occupational Employment and Wage Statistics current profile - U.S. employment and wage source when available; do not use market-signal sources for official salary.
- BLS Employment Projections Table 1.2: 2024–2034 projections and worker characteristics - U.S. outlook, openings, education, work experience, and training source when the SOC title is present.
- National Bureau of Statistics of China: wage and industry data - China industry-level reference only unless a single-occupation official statistic is available.